In this episode we'll get into the most important part of a behavior plan, reinforcement.  Learn what it is and what it looks like.
 
Remember, the more you know about special education practice, particularly how Positive Behavior Support is supposed to work, the better off you will be at IEP meetings and in being a full member of the team.
 
Here are some links to more information on reinforcement and behavior interventions in general.   

An explanation why reinforcement in a behavior plan may not be working. 
 (https://theresponsivecounselor.com/2022/12/your-positive-behavior-reinforcement-intervention-will-probably-fail-if.html)

Sample of a reinforcement survey: https://www.lausd.org/cms/lib/CA01000043/Centricity/domain/361/positive%20behavior/tier%20ii/t2%20resources/Student%20Reinforcement%20Survey.pdf

Application to classrooms: https://linksaba.com/classroom-management-strategies-from-aba/

Summary

In this episode, the host explains the concept of reinforcement in behavior plans, emphasizing its proper implementation. He covers the ABCs of behavior (antecedent, behavior, consequence), distinguishes reinforcement from bribery, and describes various classroom applications. The episode also warns against using punishment or response cost in school settings.

Key takeaway

Definition of Reinforcement

Reinforcement is a consequence that immediately follows a behavior and increases the likelihood of that behavior occurring over time.

The host defines reinforcement within the behavior field, clarifying that it is not punishment but a positive consequence 

The ABCs of Behavior

The ABC model (antecedent, behavior, consequence) explains the cycle of behavior from trigger to response to outcome.

The antecedent is the trigger (e.g., loud noise, non‑preferred task, transition), followed by the behavior itself, then the consequence which is whatever happens after (e.g., taking a break, talking to an adult) 

Example: Planned Ignoring

Planned ignoring of calling‑out behavior illustrates how withholding reinforcement can be an effective consequence.

The example of John, a second grader who calls out instead of raising his hand, shows that if he calls out, the teacher may ignore him (planned ignoring), while raising his hand appropriately leads to praise or being called on 

Response Cost and Punishment in PBS

Response cost (taking away an earned reinforcer) should be used only in clinical settings, and punishment is not used in PBS because it fails to address the underlying need.

The host explains that punishment may temporarily suppress behavior, but the behavior will recur and become harder to change; PBS focuses on the legitimate purpose of behaviors 

Reinforcement vs. Bribery

Reinforcement is a planned response before a behavior escalates, while bribery is an unplanned attempt to roll back behavior after escalation.

Using the example of Simone who escalates when asked to do a non‑preferred task, reinforcement is applied while she is calm; bribery occurs after escalation and is usually unsuccessful 

Forms of Classroom Reinforcement

Effective reinforcement must be planned, consistent, varied, and tailored to the student’s specific need (e.g., attention, escape).

Reinforcement can take many forms: extra time with an adult for a student needing attention, or independent tasks and break times for a student needing escape; reinforcement surveys help identify what a child prefers 

Thanks to Soundimage.org for the free access to the AI generated music used in this podcast (https://soundimage.org/)